Western science into chemistry learning. Doing so is suggested to enhance students' views on sustainability issues. Integrating indigenous and Western views can provide students with insight into using multiple perspectives. Cross-disciplinary knowledge offers ways to solve problems more holistically and to promote respect for different worldviews. This claim is supported by a case study testing a lesson plan incorporating indigenous science in secondary and tertiary chemistry education. The study was carried out in Indonesia and used a socio-scientific issues-based, sustainability-oriented approach and the context of the Baduy community. University student teachers (n = 73) and upper secondary school students (n = 40) participated in this study. The study focuses on pesticide use, including a discussion of alternative, green pesticide use in an indigenous community.